The document discusses different levels of thinking about teaching and learning theories. It describes 3 levels: 1) what the student is, 2) what the teacher does, and 3) what the student does. Level 1 focuses on differences between students and sees poor performance as a student deficiency. Level 2 sees learning as influenced by what the teacher does through transmitting concepts. The document also lists various teaching techniques like questions and answers, exercises for individual students, and providing immediate feedback.

1. Teaching according
to how students
learn ...
Ma. Martha Manette A. Madrid, Ed.D.
Faculty Development Training
Panpacific University North Philippines
Urdaneta City, Philippines
May 2011

2. WHAT ARE YOUR THEORIES
OF TEACHING & LEARNING?
LEARNING is ______________
TEACHING is ______________

3. LEVELS OF THINKING
ABOUT TEACHING
Level 1. Focus: What the
student is
Level 2: Focus: What the
teacher does
Level 3: Focus: What the
student does

4. Level 1. Focus: What the
student is
• Teachers focus on the differences
between students, there are good
students and poor students.
• Teachers see their responsibility as
knowing the content well, and
expounding it clearly.

5. THEREFORE…
• Attend lectures
• Listen carefully
• Take notes
• Read the recommended readings
• Make sure its taken on board and unloaded
cue
RESULT…
If he/she does= good student
If he/she doesn’t = poor student

6. At Level 1
Teaching is…
• in effect held constant
- it is transmitting information, usually by
lecturing
Learning is…
• due to differences between students in:
- Ability
- Motivation
- What sort of school they went to
- Ethnicity
- And so on

7. NOTE:
The view of university teaching as
transmitting information is so
widely accepted that teaching
and assessment the world ever
over are based on it.
Critic: Teaching rooms and media are
specifically designed for one-way delivery

8. Summary:
• The teacher’s role is to display
information, the students’ absorb it.
• When students don’t learn, it is due to
something the students are lacking,
they are:
- Incapable
- Unmotivated
- Foreign
- Academic defect
• - And so on

9. Conclusions:
• Teaching is totally unreflective
• It doesn’t occur to the teacher to ask
the key generative question: What else
could I be doing?
• Blame-the-student theory of teaching

10. Level 2. Focus: What the
teacher does
• Teachers focus on what teachers do
rather than what the student is.

11. At Level 2
Teaching is…
• still based on transmission, but
transmitting concepts and understandings,
not just information
Therefore…
• Responsibility of getting it across now
rests to a significant extent on what the
teacher does
- it is transmitting information, usually by
lecturing

12. At Level 2
Learning is…
• seen as more a function of what the
teacher is doing, than of what sort of
student one has to deal with.
Implication
• The Teacher obtains/uses:
- Skills
- Methods/Approaches/Techniques
- Competencies

13. TEACHING SKILLS
• are defined as a group of teaching acts
or behaviors intended to facilitate
students learning directly or indirectly.
WHY DO WE NEED TO HAVE SKILLS IN
TEACHING?
• To ensure competency in teaching.
• To make the class interesting.
• To enable the teacher to develop confidence in
teaching.
• To avoid confusion
• To enable the teacher to understand individual
differences in learning.

14. Eight Habits
of Highly Effective
21st Century
Teachers

15. • Educator must be able to adapt
• 1. Adapting the curriculum and the
requirements to teach to the
curriculum in imaginative ways.
• Educators must be able to adapt
software and hardware designed
for a business model into tools
to be used by a variety of age
groups and abilities.
• Educators must also be able to
adapt to a dynamic teaching
experience.
• When it all goes wrong in the
middle of a class, when the
technologies fail, the show must
go on.

16. • Educators must look across
• 2. Being
the disciplines and through
Visionary the curricula; they must see
the potential in the emerging
tools and web technologies,
grasp these and manipulate
them to serve their needs.
• The visionary teacher can
look at others' ideas and
envisage how they would use
these in their class.

17. • 3. Collaborating • Educators we must be able
to leverage these
collaborative tools to
enhance and captivate our
learners..
• Educators too, must be
collaborators:
- Sharing,
- contributing,
- adapting
- inventing.

18. • You must take risks and
• 4. Taking sometimes surrender yourself
Risks to the students' knowledge.
• Have a vision of what you want
and what the technology can
achieve,
• identify the goals and
facilitate the learning,
• use the strengths of the
digital natives to understand
and navigate new products,
have them teach each other,
• trust your students.

19. • 5. Learning • Educators expect their
students to be life-long
learners.
• Teachers must continue to
absorb experiences and
knowledge, as well. They
must endeavour to stay
current.
• To be a teacher, you must
learn and adapt as the
horizons and landscapes
change.

20. • The teacher is fluent in tools and
• 6. technologies that enable
Communicating communication and collaboration.
• They go beyond learning just how to
communicate and collaborate;
• They also know how to:
- facilitate,
- stimulate
- control,
- moderate
- manage communication and
collaboration.
•

21. • Teachers are expected to teach
• 7. Modeling values, so we must model the
Behavior behaviors that we expect from
our students.
• Educator also models tolerance,
global awareness, and reflective
practice, whether it is the quiet,
personal inspection of their
teaching and learning, or
through blogs, Twitter and
other media, effective
educators look both inwards and
outwards.

22. • 8. Leading
• Whether they are a
champion of the
process of ICT
integration, a quiet
technology coach, the
21st century educator
is a leader

23. TEACHING METHODS
TEACHING APPROACHES
TEACHING TECHNIQUES

24. TEACHING TECHNIQUES
• Exercises for Individual Students
1. The "One Minute Paper" - This is a highly effective
technique for checking student progress, both in
understanding the material and in reacting to course
material. Ask students to take out a blank sheet of paper,
pose a question (either specific or open-ended), and give
them one (or perhaps two - but not many more) minute(s)
to respond.
2. Muddiest (or Clearest) Point - This is a variation on the
one-minute paper, though you may wish to give students a
slightly longer time period to answer the question.

25. 3. Affective Response - Again, this is similar to the above
exercises, but here you are asking students to report their
reactions to some facet of the course material - i.e., to
provide an emotional or valuative response to the material.
4. Daily Journal - This combines the advantages of the above
three techniques, and allows for more in-depth discussion of
or reaction to course material.
5. Reading Quiz - Clearly, this is one way to coerce students to
read assigned material! Active learning depends upon
students coming to class prepared.
6. Clarification Pauses - This is a simple technique aimed at
fostering "active listening".
7. Response to a demonstration or other teacher centered
activity - The students are asked to write a paragraph that
begins with: I was surprised that ... I learned that ... I wonder
about ...

26. • Question and Answer
1. The "Socratic Method“
2. Wait Time - Rather than choosing the student
who will answer the question presented, this
variation has the instructor WAITING before
calling on someone to answer it.
3. Student Summary of Another Student's
Answer - In order to promote active listening,
after one student has volunteered an answer to
your question, ask another student to
summarize the first student's response.

27. 4. The Fish Bowl - Students are given index cards,
and asked to write down one question concerning
the course material. The instructor then draws
several questions out of the bowl and answers
them for the class or asks the class to answer
them.
5. Quiz/Test Questions - Here students are asked
to become actively involved in creating quizzes
and tests by constructing some (or all) of the
questions for the exams

28. • Immediate Feedback
1. Finger Signals - This method provides instructors with a
means of testing student comprehension without the
waiting period or the grading time required for written
quizzes. Students are asked questions and instructed to
signal their answers by holding up the appropriate
number of fingers immediately in front of their torsos
(this makes it impossible for students to "copy", thus
committing them to answer each question on their own).
For example, the instructor might say "one finger for
'yes', two for 'no'", and then ask questions such as "Do
all organic compounds contain carbon [hydrogen, etc.]?

29. • Immediate Feedback
2. Flash Cards
3. Quotations - This is a particularly useful method
of testing student understanding when they are
learning to read texts and identify an author's
viewpoint and arguments

30. • Critical Thinking Motivators
1. The Pre-Theoretic Intuitions Quiz - Students
often dutifully record everything the instructor
says during a lecture and then ask at the end of
the day or the course "what use is any of this?“
2. Puzzles/Paradoxes

31. • Share and pair
1. Discussion - Students are asked to pair off and to
respond to a question either in turn or as a pair.
2. Note Comparison/Sharing - have students
occasionally compare notes.
3. Evaluation of Another Student's Work -students
may be assigned partners to work with throughout
the term. Each student then takes their partner's
work and depending on the nature of the assignment
gives critical feedback, standardizes or assesses the
arguments, corrects mistakes in problem-solving or
grammar, and so forth.

32. • Cooperative Learning Exercises
1. Cooperative Groups in Class - Pose a question to be
worked on in each cooperative group and then
circulate around the room answering questions,
asking further questions, keeping the groups on task,
and so forth.. After an appropriate time for group
discussion, students are asked to share their
discussion points with the rest of the class.
2. Active Review Sessions – the instructor posses
questions and the students work on them in groups.
Then students are asked to show their solutions to
the whole group and discuss any differences among
solutions proposed.

33. 3. Work at the Blackboard - students work out the problems
themselves, by asking them to go to the blackboard in small
groups to solve problems.
4. Concept Mapping - A concept map is a way of illustrating the
connections that exist between terms or concepts covered
in course material; students construct concept maps by
connecting individual terms by lines which indicate the
relationship between each set of connected terms.
5. Visual Lists - Here students are asked to make a list--on
paper or on the blackboard; by working in groups, students
typically can generate more comprehensive lists than they
might if working alone. This method is particularly
effective when students are asked to compare views or to
list pros and cons of a position

34. 6. Jigsaw Group Projects - In jigsaw projects, each
member of a group is asked to complete some
discrete part of an assignment; when every member
has completed his assigned task, the pieces can be
joined together to form a finished project.
7. Role playing
8. Panel Discussions
9. Brainstorming
10. Debates
11. Videotapes/slides
12. Case studies
13. Worksheet/Surveys
14. Games

35. • Toddler Activities & Games
• Animal Time Game
• Age Level: Toddlers through Early Elementary
• Materials Needed: Pictures or stuffed animals of
different animals
• Lesson Sequence:
• 1. Show different animal pictures to the children.
Imitate the different animal sounds to them.
• 2. Let the children repeat the animal sounds to you.
• Note: The children will not repeat the same sound as
you or will not do it at all; since they are still
learning how to make that sound.

36. • Butterfly Game
• Age Level: Babies and Toddlers
• Sit in circle. One child is a butterfly. (You can
also do this yourself.) Child waves butterfly over
the other while walking around the outside of
the circle.
• One little butterfly flew away
On a very bright, warm summer day.
It flew up in the sky so blue,
And when it landed, it landed on you.

37. • Cooperative Learning Activities
for High School
• Cooperative learning is a type of classroom
environment in which small teams work
together to learn a particular subject or
activity. This type of learning stresses
positive interdependence, face-to-face
interaction, individual and group
accountability, interpersonal and small-group
skills and group processing.

38. • Group Answers
- A popular method of cooperative
learning is to split your classroom into
groups and give them questions to work
out within the group.
1. Blackboard Work -the students split
into groups, giving each group the
opportunity to work on a difficult problem on
the board together.

39. • 2. Jigsaw Group Project -This activity
involves having each member of the
group tackle a different part of one big
group project.
• 3. Role playing
• 4. OTHERS..

40. Summary:
• The teachers’ role is to explain concepts
and principles, as well as to present
information
• They need various skills, techniques and
competencies.

41. Conclusions:
• Good management
• Teachers have lots of competencies
• However, it is concerned with management,
not facilitating learning
• Are the competencies of the teacher
appropriate for the level of teaching: pre-
school, elementary, secondary or tertiary.
• If student fails, blame it on the teachers
- blame the teacher theory

42. The Common Teaching Competencies
Dept. of Ed. Regulations 603 CMR 7.11 (1)(a).
• Competency I: Subject Matter Knowledge.
The effective early childhood, elementary,
middle/secondary school teacher
demonstrates knowledge of:
a) the subject matter of Early Childhood,
Elementary, Reading, Middle, or
Secondary School education, including
literature and the language arts,
mathematics, science, social studies,

43. b) the
physical, social emotional, intellectual and moral d
, both with and without special needs;
c)
multidisciplinary structures, teaming and interdisc
;
d)
the relationships among the disciplines taught in
.

44. Competency II: Communication Skills.
The effective teacher:
a)communicates sensitively with language
appropriate to
students' ages, levels of development,
gender, race, and ethnic,
linguistic and socioeconomic backgrounds, as
well as individual learning styles and needs;
b)interacts with
students, families, and colleagues.

45. Competency III: Instructional Practice.
The effective teacher:
a)understands
typical and atypical human development and is
familiar with principles of
curriculum and instruction, including
strategies for integrating special education student
;
b)teaches through diverse modes, including
new technologies, reading and language arts as
appropriate to age, learning style and
developmental stage of the learner;

46. c) makes curricular content relevant to the
experiences of students from
diverse racial, socioeconomic, linguistic and cultura
;
d) organizes and manages a classroom to support
the growth and learning of diverse students;
e) uses methods that develop students'
academic and social skills;
f) works effectively with
families and community sources.

47. Competency IV: Evaluation. The effective
teacher:
a)designs and uses various evaluative procedures to
;
teaches through diverse modes, including
new technologies, reading and language arts
as appropriate to age, learning style and
developmental stage of the learner;
b)evaluates his or her own teaching behavior,
and uses the results to improve student
learning.

48. Competency V: Problem Solving. The effective
teacher:
a)deals equitably and responsibly with all
learners;
evaluates his or her own teaching behavior,
and uses the results to improve student
learning.
b)understands the impact civilizations on
contemporary culture and uses this
knowledge to develop appropriate strategies.

49. Competency VII: Professionalism. The
effective teacher:
a) understands his or her legal and moral
responsibilities;
b) learns from experience and supervision;
c) understands the impact of societal
problems that can affect student learning
negatively and uses appropriate strategies
to address such issues.

50. Level 3. Focus: What the
student does
• Teachers focus on what the students
does and how that relates to teaching
• A student centered model of
teaching, with teaching supporting
learning

51. THEREFORE..
Teaching includes mastery over a
variety of teaching techniques, but
unless learning takes place, they are
irrelevant; the focus is on what the
student does and on how well the
intended outcomes are achieved.

52. IMPLICATION:
1. Teaching is not just about facts, concepts and
principles to be covered and understood, but also to
be clear about:
A. What it means to ‘understand’ content in the
way that is stipulated in the intended learning
outcomes.
- This requires that we specify what levels of
understanding we want when we teach a topic. It’s
not good enough for us to talk about it or teach
with an impressive array of visual aids; the whole
point, how well the students have learned, has been
ignored

53. B. What kind of teaching/learning
activities are required to achieve those
stipulated levels of understanding
- This requires the teaching/learning
activities to be specifically attuned to
helping students achieve those levels of
understanding.

54. Summary and Conclusions:
• The focus is on what the student does;
are they engaging those learning
activities most likely to lead to the
intended outcomes;
• If not, what sort of teaching/learning
context would be best help them? How
can I know that they have achieved the
intended outcomes satisfactorily?

55. Where do we go from here?

56. The final word is yours!